Instructional Design Project 1 Ed Tech 503, Fall Semester This is an instructional design project for the Washington County, SC school district. It contains a detailed project analysis of implementing Picasa editing software into the district. In the classroom 2009 Lora Evanouski Boise State University, Dept. of Educational Technology 10/17/2009
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Instructional Design Project 1 Ed Tech 503, Fall Semester This is an instructional design project for the Washington County, SC school district. It contains a detailed project analysis of implementing Picasa editing software into the district.
In the classroom
2009
Lora Evanouski Boise State University, Dept. of Educational Technology
10/17/2009
[Instructional Design Project 1] 2
Table of Contents Table of Contents ........................................................................................... Error! Bookmark not defined.
Appendix A .................................................................................................................................................. 15
Appendix B .................................................................................................................................................. 16
Appendix C .................................................................................................................................................. 17
Learning Objectives continued ............................................................................................................... 17
Appendix D .................................................................................................................................................. 18
Learning Objectives continued ............................................................................................................... 18
Appendix E .................................................................................................................................................. 19
Learning Objectives continued ............................................................................................................... 19
The next chart indicates what types of software used. It reflects more wide spread
usage with windows rather than with a mac. The programs used with all 150 respondents
reported using most often include word and excel. There were 7 respondents that have
fully utilized Picasa, Fireworks and Photoshop. The 139 respondents stated varying degrees
of use of editing software. While the 4 remaining respondents had no experience using
Picasa or any editing software. While the varying degrees of usage and experience of
editing software will show the designer that collaborative groups should be utilized; this
revelation indicates the experienced users will be utilized in helping and coaching less
experienced users. The chart indicates:
computer usage
4 have little to no experience using computers
7 have extensive use of computers
139 have varying degrees of usage on the computer
Types of software used
4 respondents have little or no experience using editing software
7 have fully utilized editing software
139 have varying degrees of using editing software
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This chart indicates how the participants learn the best, their preferred learning
style. The majority are visual and/or kinesthetic. The survey indicated 2 learners are
auditory, 8 “other”, 80 visual and 60 kinesthetic. For the designer, this is important
information to consider. This will be the building blocks of the class- how to set up the
groups. The charts reflect using groups and collaboration for effective learning to occur.
Because the majority of learners are either visual and/or kinesthetic learning style this must
be the dominant learning path for the designer. The use of visual aids (white boards,
computer and handouts) and hands on style must accompany this training module. Having
highlighters at the ready will also increase the effects of learning. In the instruction,
emphasizing key points with activities will be very effective in retaining information. The
chart reflects:
Finally motivation/interest and attitudes must be considered. In the survey, 2
participants indicated no or low interest in using editing software. In contrast 43
respondents indicated high interest in using editing software, while the remaining 105
0
10
20
30
40
50
60
70
80
Auditory
"Other"
Visual
Kinesthetic
[Instructional Design Project 1] 11
respondents indicated varying degrees of interest and motivation. Determining the
motivational needs and attitudes of the learners will help shape and define the course.
Because there is an overwhelming desire to learn and implement editing software, grouping
the highly motivated with lesser motivated will increase and generate more learning. The
chart indicates:
In conclusion the survey respondents have a need, desire and motivation to fulfill
this training module. The designer must consider grouping experienced learners coupled
with physical hands on activities in order for learning to be enhanced and retained.
Learning Task
Learning Goal Given Picasa editing software the learner will utilize it to create an online image album in a
class web page or blog.
Task Analysis This task consists of taking pictures from the following source digital camera, preexisting
images, memory stick or cd. Following the creation of an online album or movie/slideshow,
Attitudes and Motivation
2 with little or no desire to learn
43 with high desire to learn
105 with varying degrees of desire to learn
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it will be uploaded to either the class web page or a preapproved blog location. A concept
map has been provided for the task. (Larger view on p. 19, use as handouts if needed)
Learning Objectives
The objectives consist of 4 main learning objectives. The objectives have various
subordinate objectives. Because of using technology, entry level skills must be met before
entering the training module. Overview tables are shown in Appendix B-E.
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Main Objectives:
1. Download, install and Navigate Picasa
2. Edit, enhance and correct images using basic tools and techniques
3. Share images through creation of online web album or blog
4. Backup images to secondary location
Assessment
The assessment for the training module of Picasa will be two fold; formative and
summative. The formative assessment will be in the form of positive and corrective
feedback during the project. It will be conducted by the trainers and trainer helpers.
During the 90 min class the learner will upload Picasa, save albums, use editing tools to
make pictures perfect, learn how to share, print, email and export images to various
locations and back up the image file to a secondary location. At the end of the 90 min
class, each group will create and share an online album or movie. If the learners do not
have digital images ones will be made available. It will evidence at least 10 pictures that
have been modified with the tools buttons (crop, red eye, auto color/contrast, text and
retouch) in the editing of the images. The tuning effects editing tools will be evidenced in at
least 1 picture. Mastery is shown upon sharing the album or movie in a web page or blog.
Positive and corrective feedback will be given.
The summative assessment will be guided by the administrators. The assessment
will be in the form of teaching your own class the steps in using Picasa to create a web page
or blog. This assignment will be conducted within approximately 1 week following the
training module. This is included to reinforce and enhance learning. The teachers will be
[Instructional Design Project 1] 14
given a paid in-service lunch of pizza as agreed upon by the administrator as incentive to
complete the training.
Formative Assessment
Does not Meet Expectations
Meets Some Expectations
Exceeds Expectations
Downloads, installs and navigates Picasa
Did not install or navigate Picasa
N/A Used Picasa to navigate through
Edits, enhances and corrects photos
Did not use edit to enhance images
Used editing to enhance less than 5 images appropriately
Used editing to enhance more than 5 images appropriately
Shares images through creation of online web album or blog
Did not share images online
Shared less than 10 images online in a web page or blog appropriately
Shared 10+ images online in a web page or blog appropriately
Back up of photos to secondary location
Did not back up images
N/A Backed up image to secondary location
Summative Assessment
Does Not Meet Expectation
Meets Some Expectation
Exceeds Expectations
Conducted classroom training to students using same plan as learned in training
Did not conduct lesson to students
Conducted lesson but enhanced less than 5 images
Conducted lesson and enhanced and edited more than 5 images
Students created online web album or blog
Did not create any images in web album or blog
Students created and changed less than 10 images of online album or blog
Students created and changed 10+ images of online web page or blog
[Instructional Design Project 1] 15
Appendix A Telephone Survey: It should take approximately 5 min per call with the following questions. (Indicated comfort level: 1 is low comfort and 5 high comfort)
1. Do you own a computer? What kind?
2. What type of software have you used in the past?
3. On a comfort scale of 1 to 5 how do you feel about using editing software?
4. Do you own a digital camera?
5. On a comfort scale of 1 to 5 how do you feel about taking pictures?
6. On a comfort scale of 1 to 5 how do you feel about sharing pictures online?
7. On a comfort scale of 1 to 5 how do you feel about having a web page and/or blog?
8. On a comfort scale of 1 to 5 how do you feel about setting a web page blog up?
9. What purpose would editing software do for you?
10. Why are you taking this training session?
[Instructional Design Project 1] 16
Appendix B
Learning Goal: Given Picasa editing software the learner will utilize it to create an online
photo album in a class web page or blog.
Learning outcomes based on Bloom’s Taxonomy (Forehand, 2005).
Learning Objectives Table 1
Learning Task Objective Outcome Assessment type
1.0 Download, install and navigate Picasa
1.1 Download and install Picasa
1.2 Navigate through
Picasa software
1.3 Upload images using a camera, memory stick or images stored on computer or cd
1.4 Demonstrate the difference in saving images to hard drive and folder
-When given Picasa editing software the learner will install -Using the Picasa software the learner will evidence knowledge in using tools bar -given images learner will successfully upload to computer inside the Picasa software -learner will evidence the difference between saving to hard drive and folders within Picasa
What level accomplished Knowledge Understanding and Application Understanding and Knowledge Application and Analysis
2.0 Edit, enhance and correct images using basic tools and techniques 2.1 Demonstrate how to use the edit tool button 2.1.a use crop, redeye, straighten, retouch and text tools 2.1.b use tuning sliders and effects
-learner will locate editing buttons -learner will locate and apply appropriate editing tools to images -learner will locate and apply appropriate tools to images
3.0 Share images through creation of online Web album or blog 3.1 Create online albums and folders 3.2 find location of folders and albums 3.3 Demonstrate the following: a. print album or image b. print album or image share albums through email c. export album to location such as blog or web page
-learner will demonstrate the creation of images to albums and folders -learner will identify location of album and folder -given uploaded images learner will print images. The next step is to share through use of class email. Following demonstration of email exporting images to either class web page or blog
4.0 Backup images to secondary location 4.1 Create a secondary backup location for images and folders 4.2 Teach classroom students same steps to show mastery
-after completing the sharing and exporting of images learner will evidence identification of a backup source for files and albums -Teacher/learners will teach unit using same steps on Picasa to implement into own classroom
Synthesis Evaluating and Creating
Formative: Observation Summative
Entry Level Skills
Must have in order to attend training:
1. Operate a computer using keyboard and mouse
2. Be able to open programs on desktop of computer
3. Log onto internet and navigate with basic level skill
Trouble shooting
Considerations for the instructor:
1. Have back up plan if computers are not functioning i.e. have some spare laptops
available if possible.
2. Have sample pictures or images if needed.
3. Have Picasa solution center open on desktop for precise strategies to walk learners
through steps in detail.
4. Have phone number of support desk for Washington County, SC school district.
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Bibliography Forehand, M. (2005). Bloom's Taxonomy. Retrieved from Wikipedia: